Mother Tongue-based Literacy Programmes: Case Studies of Good ...

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Kampung Cibago is located on top of Mount Canggahand is difficult to access, as well as being far away frompublic education facilities. Sundanese is the languageof everyday communication. Among the native Cibagopeople, only two have attended schooling aboveGrade 6 of elementary school. The KFBI programme inKampung Cibago was begun in June of 2004.Bilingualism in IndonesiaResearch on literacy levels indicate that fluency inreading, writing and arithmetic in the first language(L1) or mother tongue of the learner provides a strongfoundation to bridge into learning a second language(L2). In Indonesia, this second language would bethe national language, Indonesian. Being fluentlybilingual in both Indonesian and one’s local languageencourages lifelong learning and enhances thelearner’s own language and cultural heritage whilestrengthening nationhood. Dr. Jim Cummins 2 writesthat:“When children are learning through aminority language (e.g. their home language),they are not only learning this language ina narrow sense. They are learning conceptsand intellectual skills that are equally relevantto their ability to function in the majoritylanguage.“ (See also Sudjarwo, 2006: hal 7)An observer watches as learners andfacilitators design together media foruse in the KFBI programme© BP-PLSPDr. Sudjarwo, Director of Community Education,Directorate General of Non-formal Education, Ministryof National Education, writes in his book KeaksaraanMelalui Bahasa Ibu 3 (Literacy Through the MotherTongue) about the importance of using the mothertongue to improve literacy rates, especially in remoteareas where people are not yet literate and do notfully compehend the national language. Cibago learners study topics of interestin Sundanese, their mother tongue© BP-PLSP2 Cummin, Jim. 2000. “Bilingual Children’s Mother Tongue: Why is it important for education?” found at:www.iteachilearn.com/cummins3 Keaksaraan Melalui Bahasa Ibu. 2006. Dr. Sudjarwo and Dr. Hurip Danu Ismadi, editors. Department of NationalEducation, Jakarta.[ 111 ]
Indonesian Policies on Mother Tongue© BP-PLSP Learners discuss in the mother tonguebefore they begin the lessonThe 1945 Constitution (UUD) encourages people touse, develop, and preserve local languages. Law (UU)No. 20, passed in 2003, states in Article 33, Section 2,that:Local language can be used as the medium ofinstructon in the early stages of education, if needed,in the delivery of particular knowledge and/or skills.In spite of these policies, the formal learning systemin Indonesia generally uses only the national languagefor instruction in schools. Only nine out of more than700 local languages have local language curriculumfor grades 1-3 of elementary school. In 1996, an actconcerning muatan lokal (local content curriculum)was enacted. Use of the local language was among thetopics included in the act. This law opened the door to encouraging bilingual curricula development inthe national language and the local language when a community desires to use the mother tongue.Strategies and Implementation ProcessThe Functional Literacy through the Mother Tongue (KFBI) programme enhances and preserves therichness of the local language, incorporating folktales, traditional arts, and other aspects of local languageand culture that can be in literacy learning materials.This approach has the considerable advantage oferadicating illiteracy while simultaneously enhancingthe use of the mother tongue. While the majority ofparticipants are women, ten men have also beenlearning through the programme.© BP-PLSPA positive environment for discussingtopics in the mother tongue isimportantKFBI is a clollaborative programme with UNESCOBangkok, BP-PLSP Regional II Jayagiri, and theSubang District Non-formal Education Office. It hasundergone three phases of activity. Begun in June2004, the programme continued through to the lastphase in December 2006. A detailed listing of the KFBIprogramme design can be found in Annex 1 of thebook, KFBI : Meniti Jalan Kemajuan, which is currentlybeing finalized for publication.[ 112 ]
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Mother Tongue-basedLiteracy Program
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Mother Tongue-based Literacy Progra
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ContentsAcronymsviPartI 1Mother Ton
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AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
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PartI
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Mother TongueLiteracy Programmesin
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Entrenchment of the common (majorit
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Table 1: Linguistic Contexts of the
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It may be noted that there is no re
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“If we stop using our language, i
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their normal lives and communicatio
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the project ensured that community
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Also, it was important to identify
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conservation. Tharu traditional pra
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In Thailand, participation in schoo
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would there be projects to cover al
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© UNESCO/D. Riewpituk
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BackgroundBangladesh is a delta lan
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As a consequence, literacy rates am
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Orthography DevelopmentDuring early
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and discussion in the plenary, age-
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qualifications in the tribal commun
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Before opening the school, the rese
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Networking with Other Organizations
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A small baseline study was conducte
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parents of the children studying in
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Awareness Creation and Opinion Form
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Table 2: At-a-Glance Status of MT S
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Tasks for National and Internationa
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© POEYS
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BackgroundCurrent Situation of Mino
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of instruction, but the Bunong chil
Page 67 and 68: Process and Cost of Developing and
Page 69 and 70: vocabulary, containing only sounds
Page 71 and 72: Impact of the ProjectImpact on Educ
Page 73 and 74: NetworkingThe MoEYS and UNESCO have
Page 75 and 76: Komly Boek: Bilingual NFE TeacherMy
Page 77 and 78: © Norman Geary
Page 79 and 80: BackgroundThe Kam 1 of south centra
Page 81 and 82: ‘Rice feeds the body, songs feed
Page 83 and 84: (Putonghua) in education. Neverthel
Page 85 and 86: do anything else with Chinese. Now
Page 87 and 88: eading material in their own langua
Page 89 and 90: Kam Children SingThe singing classe
Page 91 and 92: Thus, the book-fees for a child to
Page 93 and 94: advisers to the Project since its b
Page 95 and 96: Capacity to Learn the National Lang
Page 97 and 98: they were persuaded of its value (t
Page 99 and 100: detached from the village and diffe
Page 101 and 102: © State Resource Centre Assam
Page 103 and 104: BackgroundIndia is home to a large
Page 105 and 106: In the case of adult literacy, we h
Page 107 and 108: Curriculum and Learning Materials D
Page 109 and 110: About 70 volunteer teachers were en
Page 111 and 112: The majority of the learners have c
Page 113 and 114: the regional language and finally t
Page 115 and 116: [ 108 ]© BP-PLSP
Page 117: In attempting to meet one of the go
Page 121 and 122: Nature and LivelihoodCommunity peop
Page 123 and 124: No. Material Time1. The Policy of S
Page 125 and 126: Networking with CommunityMembers, G
Page 127 and 128: BP-PLSP Region II has distributed a
Page 129 and 130: Impact of theProgrammeThe KFBI prog
Page 131 and 132: Phase II. Learning activities inclu
Page 133 and 134: After learning some skills, learner
Page 135 and 136: © BASE
Page 137 and 138: © BASEBackground‘If we stop usin
Page 139 and 140: een forced into bonded labor. Cultu
Page 141 and 142: cows, bulls, sheep, and goats) kept
Page 143 and 144: Most of the NFE programmes implemen
Page 145 and 146: The Key Word Approach was used whil
Page 147 and 148: how to read and write which helps t
Page 149 and 150: In short, the Tharu mother tongue l
Page 151 and 152: © ONFEC
Page 153 and 154: In 2006, Thailand celebrated an aus
Page 155 and 156: Minister of Education Chaturong Cha
Page 157 and 158: All of the NPKOM teachers have asso
Page 159 and 160: simple sentence structures and much
Page 161 and 162: Teaching Plan: Bridging to the Nati
Page 163 and 164: Impact of the ProjectImpact on Educ
Page 165 and 166: een minimal, as books developed by
Page 167 and 168: Annexes
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Annex 2: ReferencesMother Tongue Li
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Lindholm-Leary, K. 2001. Dual Langu
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